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The implementation of strategies to minimize the achievement gap for African-American, Latino, English learners, and socio-economically disadvantaged students

THE IMPLEMENTATION OF STRATEGIES TO MINIMIZE THE ACHIEVEMENT GAP FOR AFRICAN-AMERICAN, LATINO, ENGLISH LEARNERS, AND SOCIO-ECONOMICALLY DISADVANTAGED STUDENTS
by
Patricia James Gray
_____________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2008
Copyright 2008 Patricia James Gray

The purpose of this study was to examine the implementation of certain school-wide initiative teaching strategies and to determine the practical and/or statistical impact of the multiple interventions on achievement for specific student groups (African-Americans, Latinos, English Learners, and Socio-economically Disadvantaged). This quasi-experimental study with two non-equivalent control schools, Cassino Campbell High School and Marion Saxon High School, began early in the 2004-2005 school year and culminated with the spring 2007 California Standards Tests. The main participants in this study consisted of approximately 750 high school students in grades 9 through 12, whose Academic Performance Index (API) and California Standards Test results were compared with those of two non-equivalent control groups. Additionally, although the achievement of Hispanic/Latinos, English Learners, and Socio-economically Disadvantaged students was examined, the continued decline in African-American (AA) achievement in the schools, district, and across the country stimulated interest in, and a closer scrutiny of the growth trends of African-American students.; The campus-wide daily intervention included the display of lesson steps, warm-up activities, state standards, and homework in each classroom, checking for understanding through the use of random questioning and whiteboard/display cards, and across-the-curriculum focus on Bloom's levels of higher-order questions. The pre/post independent groups design was used when analyzing the change from the 2004-2005 pre-intervention CST results to the 2006-2007 post-intervention at McKnight High School.

THE IMPLEMENTATION OF STRATEGIES TO MINIMIZE THE ACHIEVEMENT GAP FOR AFRICAN-AMERICAN, LATINO, ENGLISH LEARNERS, AND SOCIO-ECONOMICALLY DISADVANTAGED STUDENTS
by
Patricia James Gray
_____________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2008
Copyright 2008 Patricia James Gray